Wider Achievement Afternoon: A Celebration of Creativity and Learning!

Our recent Wider Achievement Afternoon was a wonderful showcase of our pupils’ enthusiasm, creativity, and teamwork! The entire session was child-led, allowing our pupils to choose an activity that truly excited them. This term, they could pick between hand knitting, STEM building, or art, which included online Halloween drawing tutorials or play-doh sculpting. We’re delighted to share that every pupil got their first choice of activity, making it a very special and personalised experience for all.

The rooms buzzed with energy as pupils immersed themselves in their chosen activities. From the delicate art of hand knitting to the imaginative construction projects in STEM and the hands-on creativity of play-doh and drawing, everyone was fully engaged and having a fantastic time. Ava W summed up the spirit of the afternoon beautifully: “The knitting was hard but fun, I would like to learn more.” Rubie and Brooke proudly shared, “We made butterflies through hand-knitting,” showcasing their dedication and creativity.

For those who chose art, Gregor shared his excitement with, “I loved the drawing!” while Karlton added, “The drawing was so fun.” Our young architects in the STEM group showed impressive perseverance and problem-solving skills. Kamran enthusiastically expressed, “I made a huge tower, it was fun, fun, fun, fun, fun!” and Noah, who chose play-doh sculpting, simply said, “I loved doing play-doh.” Every child was completely absorbed in their activity, with Matthew exclaiming, “It was super, super fun!” and Aazaria rating it “100% fun.” Ava G and Nanci-Rose collaborated on a project and were excited to share, “We worked together to make a cat house!”

Throughout the session, the pupils also had the opportunity to reflect on the meta-skills they used. Ry pointed out, “We used focusing on the knitting and creativity,” while Ross shared, “For building, we used collaboration, communication, and also critical thinking.” Kamil highlighted the resilience needed during STEM activities: “We had to adapt because when our building didn’t work, we had to change our designs.” Aria-Lydia agreed, adding, “We had to focus to build our tower.” In the play-doh group, Kianna-Leigh mentioned, “I focused on the play-doh,” and Ebony concluded, “We focused on drawing and we were creative.”

The afternoon was a great success, entirely led by the pupils themselves. It was inspiring to see them work so hard, learn new skills, and enjoy themselves in the process. The children were able to recognise and develop their God given talents. Have a look at the photos below!

We are already looking forward to the next Wider Achievement Afternoon and can’t wait to see what our amazing pupils will achieve next time!

• This Is Our Faith – In The Image of God
• UNCRC Rights Covered:
  • Article 12: Right to express views and be heard (pupils choosing and leading their own activities).
  • Article 13: Right to freedom of expression (sharing thoughts about activities and during discussions).
  • Article 15: Right to join groups and participate in activities (pupils joining different activity groups like knitting, STEM, and art).
  • Article 29: Right to education that develops talents and abilities to their fullest.
  • Article 31: Right to engage in play, rest, and leisure activities.
• SDG Goals Covered:
  • SDG 4 – Quality Education: Providing a learning environment where pupils explore and engage in diverse activities.
  • SDG 9 – Industry, Innovation, and Infrastructure: STEM building activities encouraging innovation and problem-solving.
• Meta-Skills Used:
  • Focusing: Concentrating on knitting, drawing, and building tasks.
  • Creativity: Creating unique sculptures, drawings, and designs.
  • Collaboration: Working together on shared projects, like building or sculpting.
  • Communication: Sharing ideas, expressing opinions, and discussing projects.
  • Problem Solving: Adapting designs when structures didn’t work as planned.
  • Adapting: Changing approach when faced with challenges, particularly in STEM activities.
  • Initiative: Pupils taking charge of their own learning and activity choices.
  • Leading: Pupils led their own activities and projects, directing and motivating themselves and others in their chosen tasks.
• SHANARRI Indicators Covered:
  • Safe: Pupils felt safe and comfortable participating in self-chosen activities, creating a supportive environment.
  • Nurtured: Children were encouraged and supported to pursue their interests, helping them feel valued and cared for.
  • Achieving: Pupils set goals within their chosen activities and achieved success, such as completing knitting projects or building designs.
  • Respected: Pupils’ choices and voices were respected throughout the session, as they decided which activities they wanted to participate in.
  • Responsible: Pupils took responsibility for their own projects and learning, demonstrating initiative and self-management.
  • Included: All pupils participated and contributed to their chosen activities, ensuring everyone was included and had the opportunity to share their achievements.